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All sourcesNASA NTRSDOE OSTI
NASA NTRS1996

Extending the JOVE Program through undergraduate research

The JOVE program was initiated in 1988 to develop NASA-related research capabilities in colleges and universities which had had little or no previous experience with NASA. Any institution which was not currently funded at more than $100 K annually by NASA was eligible. In an open competition six universities were selected for participation in the first year. NASA supplied funds, access to its facilities and data, collaboration with its researchers and a hookup to the internet. In return the university was expected to match NASA's investment by giving its participating faculty members time off of their teaching schedules to perform research during the school year, by waiving it overhead charge and by putting up real funds to match those supplied by NASA. Each school was eligible for three years after which they were expected to seek funds from other sources. Over the span of the program more than 100 colleges and universities have participated. Fifteen have finished their eligiblity. Since one of the strong components of the program was the direct involvement of undergraduate students in active research, it was decided to develop a follow-on program which would provide stipends to undergraduate students at the institutions who had used up their JOVE eligiblity. NASA's desire to transfer its technologies to the private sector now permeates all of its programs. Therefore a Partnering Venture (PAVE) program is now being discussed in which JOVE-like rules will be applied to small companies which do not now do much business with NASA. The JOVE, PAVE, and other summer activities of the author are told here.

Lebo, George R.↗
NASA NTRS1993

A multimedia adult literacy program: Combining NASA technology, instructional design theory, and authentic literacy concepts

For a number of years, the Software Technology Branch of the Information Systems Directorate has been involved in the application of cutting edge hardware and software technologies to instructional tasks related to NASA projects. The branch has developed intelligent computer aided training shells, instructional applications of virtual reality and multimedia, and computer-based instructional packages that use fuzzy logic for both instructional and diagnostic decision making. One outcome of the work on space-related technology-supported instruction has been the creation of a significant pool of human talent in the branch with current expertise on the cutting edges of instructional technologies. When the human talent is combined with advanced technologies for graphics, sound, video, CD-ROM, and high speed computing, the result is a powerful research and development group that both contributes to the applied foundations of instructional technology and creates effective instructional packages that take advantage of a range of advanced technologies. Several branch projects are currently underway that combine NASA-developed expertise to significant instructional problems in public education. The branch, for example, has developed intelligent computer aided software to help high school students learn physics and staff are currently working on a project to produce educational software for young children with language deficits. This report deals with another project, the adult literacy tutor. Unfortunately, while there are a number of computer-based instructional packages available for adult literacy instruction, most of them are based on the same instructional models that failed these students when they were in school. The teacher-centered, discrete skill and drill-oriented, instructional strategies, even when they are supported by color computer graphics and animation, that form the foundation for most of the computer-based literacy packages currently on the market may not be the most effective or most desirable way to use computer technology in literacy programs. This project is developing a series of instructional packages that are based on a different instructional model - authentic instruction. The instructional development model used to create these packages is also different. Instead of using the traditional five stage linear, sequential model based on behavioral learning theory, the project uses the recursive, reflective design and development model (R2D2) that is based on cognitive learning theory, particularly the social constructivism of Vygotsky, and an epistemology based on critical theory. Using alternative instructional and instructional development theories, the result of the summer faculty fellowship is LiteraCity, a multimedia adult literacy instructional package that is a simulation of finding and applying for a job. The program, which is about 120 megabytes, is distributed on CD-ROM.

Willis, Jerry W.↗
NASA NTRSDate not supplied

High School Citizen Scientists Use AI/ML to Predict Intra-Ocular Pressure From Gene Expression Data for Spaceflown Mice

Artificial Intelligence (AI) and Machine Learning (ML) have increasingly become pivotal in biological and biomedical research, largely due to the culture of open data sharing and its associated benefits. The methodologies inherent in AI/ML are particularly adept at identifying and forecasting biological phenotypes from the vast amounts of data generated by next-generation sequencing technologies. These techniques offer substantial promise for advancing research in space biosciences and for the development of automated systems for monitoring space health. Nevertheless, there are crucial aspects to consider when training, validating, and testing machine learning models in both biological research and clinical contexts. It is essential that Open Science principles, including data sharing and the availability of open-source code, are complemented by high-quality, publicly accessible training resources. These resources should focus on best practices and include modules based on real-world scientific cases and data to ensure that future AI/ML practitioners gain practical experience with genuine problems. Addressing this knowledge gap, we have designed, developed, and delivered both interactive and self-paced training programs for citizen scientists worldwide, enabling them to utilize AI/ML for space biology research. This initiative was made possible through generous funding from a Transformation to Open Science Training grant. The interactive training sessions, conducted this summer, utilized AI/ML techniques to analyze data from the Open Science Data Repository, specifically targeting the effects of spaceflight on ocular structure and function. The dataset OSD-583, from the Rodent Research 9 mission, provides experimental data detailing the ocular responses of mice subjected to a 35-day spaceflight, compared with ground control counterparts. Using OSD-583 as observational data, our summer training participants applied AI/ML methods to predict intraocular pressure from RNA-seq data and identify the genes most predictive of the observed responses. Further analysis through pathway enrichment and gene set enrichment revealed that these genes are involved in molecular and cellular processes contributing to retinal degeneration.

James Casaletto↗
NASA NTRS2002

Institute for Scientific and Educational Technology (ISET)-Education, Research and Training Programs in Engineering and Sciences

The 'Institute for Scientific and Educational Technology' has been established to provide a mechanism through which universities and other research organizations may cooperate with one another and with different government agencies and industrial organizations to further and promote research, education, and training programs in science, engineering, and related fields. This effort has been undertaken consistent with the national vision to 'promote excellence in America s educational system through enhancing and expanding scientific and technological competence.' The specific programs are directed in promoting and achieving excellence for individuals at all levels (elementary and secondary schools, undergraduate and graduate education, and postdoctoral and faculty research). The program is consistent with the existing activities of the Institute for Computational and Applied Mechanics (ICAM) and the American Society for Engineering Education (ASEE) at NASA Langley Research Center (LaRC). The efforts will be directed to embark on other research, education, and training activities in various fields of engineering, scientific, and educational technologies. The specific objectives of the present program may be outlined briefly as follows: 1) Cooperate in the various research, education, and technology programs of the Office of Education at LaRC. 2) Develop procedures for interactions between precollege, college, and graduate students, and between faculty and students at all levels. 3) Direct efforts to increase the participation by women and minorities in educational programs at all levels. 4) Enhance existing activities of ICAM and ASEE in education, research, and training of graduate students and faculty. 5) Invite distinguished scholars as appropriate and consistent with ISET goals to spend their summers and/or sabbaticals at NASA Langley andor ODU and interact with different researchers and graduate students. Perform research and administrative activities as needed to carry out the above mentioned activities. 6) The implementation of various activities of the ISET programs is carried out through cooperative efforts between Old Dominion University (ODU) and the Office of Education at LaRC. At present, major efforts are directed on the following ISET Programs: ICAM Programs, Academic Programs, Educational Research, Outreach Programs, Educational Technology and Cooperative Programs. These programs are described in the following sections.

Tiwari, S. N.↗
NASA NTRS1990

NASA/State Education Cooperation

NASA is cooperating with state departments of education in a number of special education programs. An example is Maryland Summer Centers for Gifted and Talented Students sponsored by the Maryland State Department of Education. Some 2,600 students participated in the 1990 program. One of the 12 centers is the Center for Space Science and Technology at Goddard Space Flight Center, which provides instruction to students of the 9-12 grade level. This center is operated by a three organization partnership that includes the Maryland State Department of Education, the University of Maryland and Goddard Space Flight Center, which hosts the instructional program and provides volunteer scientists and engineers as instructors. Typical two-week space intern program includes panel discussions, lectures, tours, field trips and hands-on activity focusing on various space science topics. Senior high students benefit from a one-to-one mentor relationship with a volunteer scientist or engineer. Another example was the Paducah (Kentucky) NASA Community Involvement Project, a joint educational effort of Langley and Lewis Research Centers, Marshall Space Flight Center, the Kentucky Department of Education, the City of Paducah and Paducah Independent Schools. It was a 16 day exposition/symposium featuring seminars on space subjects.

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NASA NTRS2017

CERES S’COOL Project Update: The Evolution and Value of a Long-Running Education Project With a Foundation in NASA Earth Science Missions

In January 1997, the Students’ Cloud Observations On-Line (S’COOL; http://scool.larc.nasa.gov) Project began with NASA scientists visiting rural Gloucester, Virginia to observe clouds with middle school students. In the 19 years since, this educational outreach component of NASA’s Clouds and the Earth’s Radiant Energy System (CERES) mission has collected ~141,000 observations from every continent and ocean basin around the world. Thousands of students and teachers have directly engaged in S’COOL. Beginning in 2008 we invited citizen scientists to participate as well. Over time S’COOL has added more components that engage participants directly with science data analysis, continuing direct ties to CERES research. Whenever possible, the S’COOL team extracts corresponding subsets of CERES data, which are sent to the participant to analyze. Observations can now be matched to images and cloud retrievals from MODIS and measurements from CALIPSO. To date, more than half of S'COOL observation reports correspond to one (or more) CERES overpasses. Comparisons with CERES geostationary satellite cloud retrievals were recently added, making cloud observations at almost any time of day over non-polar regions useful for validation. A thorough analysis of co-located S’COOL and satellite data was conducted during summer 2015. Results show that the S’COOL community provides high quality observations offering useful insights on the strengths and shortcomings of passive cloud remote sensing from space. This reconfirmed the utility of S’COOL observations to the scientific community and provides observers with deeper insight into the challenges associated with validation of space-based cloud property retrievals.

Lin H Chambers↗
NASA NTRS1995

Development of Distant Learning Laboratory and Creation of Educational Materials

The Office of Education's fundamental goal is to disseminate information, mostly that which relates to science and technology. In this attempt, as I have observed, the office has many programs bringing both students and teachers to NASA Langley to expose them to the facilities and to teach them some about the scientific theory and about available modern technology. As a way of expanding the audience that can be reached, as the expense of bringing people in is limiting, Marchelle Canright has proposed establishing a center dedicated to researching and producing distant learning videos. Although distant learning through telecommunications is not a new concept, as many universities, colleges, and precollege level schools offer televised courses, the research in this field has been limited. Many of the standing distant learning broadcasts are simply recordings of teachers in classrooms giving lectures to their own students; they are not aimed at the television audience. In some cases the videos are produced without a Live-lecture atmosphere, but are still only classroom lectures. In either case, however, the full range of capabilities of video production are not being fully utilized. Methods for best relaying educational material have not been explored. Possibilities for including computerized images and video clips for the purpose of showing diagrams and processes, as well as examples in fitting cases, may add considerably to the educational value of these videos. Also, through Internet and satellite links, it is possible for remote students to interact with the teachers during televised sessions. These possibilities might, also, add to the effectiveness of distant learning programs. Ms. Canright's proposed center will be dedicated to researching these possibilities and eventually spreading the results to distant learning program managers. This is the project I was involved in over the summer. As implied, the center is still at the foundation stages. Ms. Canright has proposed four or five possible series that could be developed, each one aimed at a specific age group of students, or group of teachers. I was involved in the design of the series aimed at the youngest children, the Picture Book Science series. My involvement included proposing and researching topics, writing a lesson for the first show, writing the latter portion of the picture book story (the part including the scientific lesson), and illustrating the story. I also designed and collected the materials for the Learning Center's television studio set as well as finished the painting of the main backdrop panels.

Considine, Michelle↗
NASA NTRS1999

1997 NASA/MSFC Summer Teacher Enrichment Program

This is a report on the follow-up activities conducted for the 1997 NASA Summer Teacher Enrichment Program (STEP), which was held at the George C. Marshall Space Flight Center (MSFC) for the seventh consecutive year. The program was conducted as a six-week session with 17 sixth through twelfth grade math and science teachers from a six-state region (Alabama, Arkansas, Iowa, Louisiana, Mississippi and Missouri). The program began on June 8, 1997, and ended on July 25, 1997. The long-term objectives of the program are to: increase the nation's scientific and technical talent pool with a special emphasis on underrepresented groups, improve the quality of pre-college math and science education, improve math and science literacy, and improve NASA's and pre-college education's understandings of each other's operating environments and needs. Short-term measurable objectives for the MSFC STEP are to: improve the teachers' content and pedagogy knowledge in science and/or mathematics, integrate applications from the teachers' STEP laboratory experiences into science and math curricula, increase the teachers' use of instructional technology, enhance the teachers' leadership skills by requiring them to present workshops and/or inservice programs for other teachers, require the support of the participating teacher(s) by the local school administration through a written commitment, and create networks and partnerships within the education community, both pre-college and college. The follow-up activities for the 1997 STEP included the following: academic-year questionnaire, site visits, academic-year workshop, verification of commitment of support, and additional NASA support.

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NASA NTRS1998

Educational Applications on the World Wide Web: An Example Using Amphion

There is a great deal of excitement about using the internet and the World Wide Web in education. There are such exciting possibilities and there is a wealth and variety of material up on the web. There are however many problems, problems of access and resources, problems of quality -- for every excellent resource there are many poor ones, and there are insufficiently explored problems of teacher training and motivation. For example, Wiesenmayer and Meadows report on a study of 347 West Virginia science teachers. These teachers were enrolled in a week-long summer workshop to introduce them to the internet and its educational potential. The teachers were asked to review science sites as to overall quality and then about their usefulness in their own classrooms. The teachers were enthusiastic about the web, and gave two-thirds of the sites high ratings, and essentially all the rest average ratings. But alarmingly, over 80% of these sites were viewed as having no direct applicability in the teacher's own classroom. This summer I was assigned to work on the Amphion project in the Automated Software Engineering Group under the leadership of Michael Lowry. I wished to find educational applications of the Amphion system, which in its current implementation can be used to create fortran programs and animations using the SPICE libraries created by the NAIF group at JPL. I wished to find an application which provided real added educational value, which was in line with educational curriculum standards and which would serve a documented need of the educational community. The application selected was teaching about the causes of the seasons -- at the approximately the fourth, fifth, sixth grade level. This topic was chosen because it is in line with national curriculum standards. The fourth, fifth, sixth grade level was selected to coincide with the grade level served by the Ames Aerospace Encounter, which services 10,000 children a year on field trips. The hope is that eventually the Ames Aerospace Encounter could be used as a test bed for the lessons developed. The topic is one which is difficult to teach and the necessity for new methods is documented in the educational literature. Current educational standards indicate that seasons should be part of the elementary school curriculum.

Friedman, Jane↗
NASA NTRS1993

California Student Get Away Special Payload GAS-450

The California Student Get Away Special Payload GAS-450, recently went into orbit on the STS-57 Mission, Space Shuttle, Endeavour, 21 June 1993, 6:14 AM and landed on the 29 June 1993 at Kennedy Space Center (KSC). Fifty students from 13 California Central Coast Schools and one in San Francisco designed and built 13 active experiments (6 modules) for this mission. Preliminary analysis of our completely reusable payload bus system indicated that the structure, power system, microprocessor, and sensor systems in each experiment module worked flawlessly. The experiments themselves performed exceptionally well with a 60 percent success ratio. The students are thoroughly documenting their own experiments and results via a standard research paper guideline generated by the GAS-450 technical staff. Lessons learned (program management and technical) are documented at the end of the paper. If any other organization needs payload/experiment development or NASA documentation assistance, then please contact us. We can help make your idea a space tested reality. Three years of intense effort culminated on 3 February 1993, the GSFC field operations team at Kennedy Space Center performed the final pressure decay and electrical tests upon the fully integrated GAS-450 flight canister. Subsequently, the payload was integrated with its parent GAS Bridge Assembly in mid-February and the bridge was transferred to the KSC orbiter team in late February 1993. The STS-57 mission originally scheduled to launch on the 29 April 1993 slipped until 21 June 1993. Our Payload shared the cargo bay with ten other GAS Canisters, the EUREKA experiment, the SHOOT experiment, and the SPACEHAB-1 module. The SIL technical staff retrieved the GAS-450 payload after flight from the NASA Spin Test Facility at KSC and shipped it back to California on the 22 July 1993 for student analysis at Allan Hancock College this summer.

Ray, Glen↗
NASA NTRS2015

[Redesign of the Spacesuit Long Life Battery and the Personal Life Support System Battery]

This fall I was working on two different projects that culminated into a redesign of the spacesuit LLB (long life battery). I also did some work on the PLSS (personal life support system) battery with EC. My first project was redlining the work instruction for completing DPAs (destructive physical analysis) on battery cells in the department. The purpose of this document is to create a standard process and ensure that the data in the same way no matter who carries out the analysis. I observed three DPAs, conducted one with help, and conducted two on my own all while taking notes on the procedure. These notes were used to write the final work instruction that will become is the department standard. My second project continued the work of the summer co-op before me. I was testing aluminum heat sinks for their ability to provide good thermal conduction and structural support during a thermal runaway event. The heat sinks were designed by the summer intern but there was not much time for testing before he left. We ran tests with a heater on the bottom of a trigger cell to try to drive thermal runaway and ensure that it will not propagate to adjacent cells. We also ran heat-to-vent tests in an oven to see if the assembly provided structural support and prevented sidewall rupture during thermal runaway. These tests were carried out at ESTA (energy systems test area) and are providing very promising results that safe, high performing (greater than 180 Wh/kg) designs are possible. My main project was a redesign of the LLB battery. Another summer intern did some testing and concluded that there was no simple fix to mitigate thermal runaway propagation hazards in the current design. The only option was a clean sheet redesign of the battery. I was given a volume and ideal energy density and the rest of the design was up to me. First, I created new heat sink banks in Creo using the information gathered in the metal heat sink tests from the summer intern. After this, I made capture plates to hold the cells in place and I worked on nickel bussings for the electrical connections between the cells. Finally, I designed the test box enclosure that included sections for flame arresting materials. The battery brick design, which is the heart of the battery, promises to become the first for a manned spacecraft application to achieve greater than 180 Wh/kg. My work in redlining the DPA work instructions will also be used in selecting the cells for the battery. We had a few options of cells that would provide the necessary power output and needed to make a choice. We repeatedly charged and discharged cells for around a month until they went through 100 lifecycles. The plan is to compare the DPA results on fresh and cycled cells from each manufacturer to see if cycling introduces any differences. After the complete LLB design was approved, the parts were ordered and testing should begin the first week of December. Some of my side projects included working on the CAD data for the PLSS with EC and attending the NASA Aerospace Battery Workshop in Huntsville. I was also a member of the Tours and Lectures Committee for the USRA and Pathways interns. I coordinated Apollo Evening and was on the committee for touring KSC and seeing an Atlas 5 launch. I really enjoyed my time at JSC and I would like to continue working for NASA or another aerospace company in the future. I have worked other internships prior to this, but I think the heavy research and development focus is the best fit for me. I originally thought I would need to go to grad school to work in an environment like this, but I now see it is possible with a bachelor’s degree and hard work. I would like to go into the workforce and maybe continue my education with night classes.

Scharf, Stephanie↗
NASA NTRS2016

Next Generation Flight Displays Using HTML5

The Human Integrated Vehicles and Environments (HIVE) lab at Johnson Space Center (JSC) is focused on bringing together inter-disciplinary talent to design and integrate innovative human interface technologies for next generation manned spacecraft. As part of this objective, my summer internship project centered on an ongoing investigation in to building flight displays using the HTML5 standard. Specifically, the goals of my project were to build and demo "flight-like" crew and wearable displays as well as create a webserver for live systems being developed by the Advanced Exploration Systems (AES) program. In parallel to my project, a LabVIEW application, called a display server, was created by the HIVE that uses an XTCE (XML (Extensible Markup Language) Telemetry and Command Exchange) parser and CCSDS (Consultative Committee for Space Data System) space packet decoder to translate telemetry items sent by the CFS (Core Flight Software) over User Datagram Protocol (UDP). It was the webserver's job to receive these UDP messages and send them to the displays. To accomplish this functionality, I utilized Node.js and the accompanying Express framework. On the display side, I was responsible for creating the power system (AMPS) displays. I did this by using HTML5, CSS and JavaScript to create web pages that could update and change dynamically based on the data they received from the webserver. At this point, I have not started on the commanding, being able to send back to the CFS, portion of the displays but hope to have this functionality working by the completion of my internship. I also created a way to test the webserver's functionality without the display server by making a JavaScript application that read in a comma-separate values (CSV) file and converted it to XML which was then sent over UDP. One of the major requirements of my project was to build everything using as little preexisting code as possible, which I accomplished by only using a handful of JavaScript libraries. As a side project, I created a model of the HIVE lab and Building 29 using SketchUp. I obtained the floorplans of the building from the JSC Geographic Information Systems (GIS), which were computer-aided design (CAD) files, and imported them into SketchUp. I then took those floorplans and created a 3D model of the building from them. Working in conjunction with the Hybrid Reality lab in Building 32, the SketchUp model was imported into Unreal Engine for use with the HTC Vive. Using the Vive, I was able to interact with the model I created in virtual reality (VR). The purpose of this side project was to be able to visualize potential lab layouts and mockup designs as they are in development in order to finalize design decisions. Pending approval, the model that I created will be used in the Build-As-You-Test: Can Hybrid Reality Improve the SE/HSI Design Process project in the fall. Getting the opportunity to work at NASA has been one of the most memorable experiences of my life. Over the course of my internship, I improved my programming and web development abilities substantially. I will take all the skills and experiences I have had while at NASA back to school with me in the fall and hope to pursue a career in the aerospace industry after graduating in the spring.

Greenwood, Brian↗
NASA NTRS2016

Usable Translational Hand Controllers for NASA's Habitability Design Center

This summer I was given the opportunity to work at the Habitability Design Center (HDC). NASA Johnson Space Center's HDC is currently developing Cislunar and Mars spacecraft mockups. I contributed to this effort by designing from scratch low cost, functional translational hand controllers (THCs) that will be used in spacecraft mission simulation in low to medium fidelity exploration spacecraft mockups. This project fell under the category of mechatronics, a combination of mechanical, electrical, and computer engineering. Being an aerospace engineering student, I was out of my comfort zone. And that was a wonderful thing. The autonomy that my mentor, Dr. Robert Howard, allowed me gave me the opportunity to learn by trying, failing, and trying again. This project was not only a professional success for me, but a significant learning experience. I appreciated the freedom that I had to take the time to learn new things for myself rather than blindly follow instructions. I was the sole person working on this project, and was required to work independently to solve the many hardware and software challenges that the project entailed. I researched THCs that have been used on the ISS, the Space Shuttle, and the Orion MPVC and based my design off of these. I worked through many redesigns before finding an optimal configuration of the necessary mechanisms and electrical components for the THC. Once I had a functional hardware design, I dove into the challenge of getting an Arduino Uno, an extremely low cost and easily programmable microcontroller, to behave as a human interface device. The THCs I built needed to be able to integrate to a mission simulation designed by NASA's Graphics and Visualization Lab. This proved to be the most challenging aspect of the project. To accomplish this I learned how to change the firmware of the USB serial converter microcontroller. The process was very complicated as it involved multiple software programs and manual flashing of pins on the Arduino itself. When I successfully achieved the goal I wrote an instructions manual for the process so that the HDC will be able to do this easily in the future for any human interface device they may want to create. I also created a detailed CAD model of my THC design with construction instructions. My THC utilizes three ultrasonic sensors, one for each axis of motion. I wrote a code that stimulates these sensors continuously and feeds back values from each axis ranging from -%100 to %100 of the min/max position in relation to the neutral position of each axis. This was the data that the Graphics and Visualization Lab required to interface with their simulation. I truly enjoyed working in the HDC surrounded by passionate, proactive, and brilliantly creative people. I felt valued and respected as a part of their team. I was given the time and support of my mentor whenever I asked for it. Beyond my positive project experience, I was fortunate enough to be able to take advantage of many of the extra activities that JSC has to offer. I took Russian Phase One during my lunch break every day and can now read Russian and accomplish basic verbal communication. I was heavily involved with the co-tern music video, which led to numerous incredible experiences and friendships. I saw every facility, attended every lecture, and met everyone that I could. I had coffee with Lauri Hansen. I played on an intern volleyball team at the Gilruth. I traveled to Michoud, Stennis, NOLA, and Big Bend National Park. I had the time of my life and I fell in love with JSC. In the next month I will return to Maryland and start my senior year of my undergraduate degree. As I work through it I will remember that all of the studying I do, all of the concentration I give, and all of the sacrifices that I make for school are so that I can work at a place like JSC where I am proud and excited to go into work every day. This internship was an invaluable experience for me, both professionally and personally.

Westbrook, Kimberly↗